This study investigated the Competency-Based Curriculum (CBC) and its impact on Skills Empowerment among primary schools in Kabale District, focusing on Rutooma Primary School as a case study. The research objectives included: establishing the extent of CBC implementation, assessing the level of skills empowerment progress, and examining the relationship between the competency-based curriculum and skills empowerment at the school. A mixed-methods approach was employed, combining quantitative and qualitative techniques to collect data from teachers, pupils, and school administrators through structured questionnaires, interviews, and observations. The findings indicated that while significant strides had been made in implementing the CBC, challenges such as inadequate resources, teacher preparedness, and time constraints hindered its full realization. The study also revealed that skills empowerment progress was evident, particularly in critical thinking, problem-solving, and practical skills. However, disparities existed due to varying levels of support and resource allocation. Furthermore, the results underscored a strong positive relationship between the implementation of the CBC and enhanced skills empowerment, suggesting that the curriculum fostered the holistic development of learners when effectively applied. In conclusion, the study recommended increased investment in teacher training, provision of adequate teaching materials, and regular monitoring of CBC implementation to maximize its impact on skills empowerment. The findings contributed to the ongoing discourse on educational reforms and their role in equipping learners with the skills necessary for personal and societal development.